Shrouq Shrouq

brand new


Abc A screen and PC
Abc a video
Abc A white board and markers
Abc Cutting edge intermediate 3rd edition (Students’ book)
Abc Handout

Main Aims

  • To provide clarification and practice of daily-used products (e.g. toiletries/ jewelry/cosmetics) in the context of personal items

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a a conversation


Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

Session opening: Warmer: Guess the logo Game brief:(2 min) " the T shows the logos through the attached link and each team guess the brand" T divides the Ss into 2 teams. Instructions: 1- look at the logo 2- and guess the brand 3- Say it first to get a point Lead in: ( 3 min) T displays the following question -What will you never share with anyone at all cost? why? instruction: 1- Stand up 2- Ask everyone this question 3-and remember only the most thing you agree with. ICQs: Are you going to say why? yes Are you going to remember all the answers? No, the most one you agree with. Feedback: (1min) T nominates a couple of Ss to share. To set the context: T elicits from Ss the topic of the session " well, Can you normally these items share? -No So, these are ...... "personal items" ......

Test #1 (6-8 minutes) • To gauge students' prior knowledge of the target language

T guides Ss to the first test " Now Let's have a game to get some new personal items" Task brief: (3 min) " T asks Ss to categorize the items in 5 groups in ex. 1a p.108" Note: (1 min) T displays 3 pics of " toiletries- cosmetics - jewelery" to elicit the meaning. instructions: 1- writes the A/B/C/D/E next to each category ( ex: A- jewellery ) 2- Now, group these items in box 1 b 3- you can write the same item in 2 or 3 groups. 4- work in pair ICQs: - Are you going to write words? - No - Are you going to write the letters next to the item?- yes -can the item have more than 1 category? -yes T asks Ss to add more items after they finish with the given ones (2 min) Feedback: (2min) T displays the key answer at the PPT. T asks Ss to share the extra

Teach (8-10 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T displays pic at the ppt to elicit the new vocab mentioned in LA sheet. T elicits the form form Ss T drills chorally, individually, and in groups T writes the vocab on the board .

Test #2 (6-8 minutes) • Check students' use of the target language again and compare with the first test

task brief:( 4 min) " Ss are going to do a controlled task of grouping the given items but according to their features." T directs Ss to the task: Well, Now there are here again 6 groups. They are related to the specifications/ features of the items Not the type" instructions: 1- put each items in the correct category. 2- alone Note: T elicits the meaning of some of the specifications in HO1 before doing the exercise. T asks Ss to check in pair. (1 min) Feedback: (2 min) T nominates Ss to listen to some of their answers T displays the key answer.

Free practice • To provide students with free practice of the target language

it will be integrated with the grammar lesson of the present simple passive

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